Interactive teaching strategies that influence online learning

Abstract

The objective of this study was to determine the validity of interactive teaching strategies that influence online learning. The methodology applied had a quantitative approach of exploratory and descriptive type. The interactive teaching strategies that have been considered are: critical reading, activity situated in context, conceptual theoretical argumentation and the solution of complex situations. For data collection, the survey technique was used, with items of the Likert scale type. The Cronbach Alpha method was applied and it was verified that the questionnaire obtained high reliability (Alpha = 0.943). The study sample consisted of fifty professionals who follow Master's studies in University Teaching and Educational Management at the Graduate School of the Private University of Tacna. The results reveal the finding that there are two interactive teaching strategies that have the greatest impact on the effectiveness of online learning, they are the interactive teaching strategy of solving complex situations with (β= 0.406) and the strategy of activity situated in a real context with (β=0.338). The study concludes that interactive teaching strategies composed of the solution of complex situations and the activity situated in a real context, would explain 64.8% of the effectiveness of online learning in Postgraduate Study Programs.